Level of Psychological Safety among Teachers of Vocational Education and Training Schools in Palestine

Authors

DOI:

https://doi.org/10.35516/edu.v50i3.3403

Keywords:

Palestine, psychological safety, vocational education and training schools

Abstract

Objectives: The current study investigates the level of psychological safety of teachers in vocational education and training schools in Palestine, as well as investigates the presence of any statistically significant differences in teachers' responses that could be attributed to any of the study’s variables: educational district, school gender, gender, educational qualification, and years of experience.

Methods: The researcher used the descriptive analytical method to achieve the study objectives. A questionnaire was developed to measure the level of psychological safety. The study sample included (177) male and female teachers in vocational training and education schools for the academic year 2021-2022, who were selected using the comprehensive survey.

Results: The study results revealed that the level of psychological safety among teachers was high. Except for two items that came to an average degree, which are related to professional learning communities and giving effective feedback. Furthermore, the results indicated that there were no statistically significant differences due to the variables under study.

Conclusions: The study comes out with several recommendations, among which  are the need for conducting further research on psychological safety, as well as the need for the Ministry of Education to adopt professional learning communities in schools and facilitate their implementation. In addition to conducting training workshops of providing feedback by principals about teachers’ performance.

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Published

2023-10-23

How to Cite

Al-Jayyouci, A. Z. . (2023). Level of Psychological Safety among Teachers of Vocational Education and Training Schools in Palestine. Dirasat: Educational Sciences, 50(3), 379–392. https://doi.org/10.35516/edu.v50i3.3403

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Section

Articles
Received 2022-12-21
Accepted 2023-02-06
Published 2023-10-23